Suggested Time Frame: 17 Instructional Days

Focus TEKS

Multiplication

Computation

3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10; [arrays representing twos, fours, fives, eights, and tens facts in this unit] – S RC2

3.4F recall facts [twos, fours, fives, eights, and tens facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2

3.5D determine the unknown whole number in a multiplication or division equation [multiplying by 2, 4, 5, 8, and 10 facts in this unit] relating three whole numbers when the unknown is either a missing factor or product; – S RC2 [opportunity to informally introduce the “Think Multiplication” strategy before introducing division in unit 5]

Problem Solving

3.4K solve one-step and two-step problems involving multiplication and division within 100 [multiplying by 2, 4, 5, 8, and 10 in this unit] using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2

Representing

3.4E represent multiplication facts [twos, fours, fives, eights, and tens facts in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2

3.5B represent and solve one- and two-step multiplication and division problems [multiplying by 2, 4, 5, 8, and 10 in this unit] within 100 using arrays, strip diagrams, and equations; – R RC2

3.5E represent real-world relationships using number pairs in a table and verbal descriptions. [relationships related to multiplication by twos, fours, fives, eights, and tens facts in this unit] – R RC2

Computational Fluency TEKS

2.5A determine the value of a collection of coins up to one dollar [Skip counting by twos, fives, tens, and twenty-fives with pennies, nickels, dimes, and quarters]

2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Addition and Subtraction

3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2

Spiral Review TEKS

2.3B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

2.3D identify examples and non-examples of halves, fourths, and eighths

2.8E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts